■重点短语：①look up ②write down ③make up ④deal with
⑤regard as ⑥be angry with ⑦go by ⑧as a second language
①If you don't know how to spell new words，look them up in a dictionary.
②As young adults，it is our duty to try our best to deal with each challenge in our education with the help of our teachers.
1.unfair(反义词) 2.friend(形容词 3.easy(副词)
6.How do we deal with our problems
例如：l won't go to the party unless I am invited.
(1)You will fail the exam unless you work harder.(同义句转换)
You will fail the exam the exam you work harder.
We our teachers our best friends.
例如：How do you deal with your challenges in your study
【辨析】deal with/do with
deal with的同义短语为do with，意为“处理”。deal with与how连用;do with与what连用。
例如：How do we deal with our problems(同义句转换)
Do we our problems
1.If you don't know how to spell new words，look them up in a dictionary.
I go to the park if it tomorrow.
【精解】②look up“动词+副词”短语，意为“查阅;查找”，若名词作宾语，可以置于副词叩之前或之后;若代词作宾语，只能置于look叩中间。例如：look the new words up=look up the new words查阅生词;look it/them up查阅。
【辨析】look up/look at
(5)—His telephone number is 701-5538 —Have you
A. Written it down B. written down it C .written them down D. written down them
2.As young adults，“is our duty to try our best to deal with each challenge in
our education with the help of our teachers.
【精解】①It is +n./adj.(for sb.)to do sth.意为“做某事(对某人来说)是....”，其中北是形式主语，真正的主语是后面的动词不定式。
It’s not easy for us my teachers.
【精解】②with the help of sb.意为“在某人的帮助下”，同义短语为with one’s help。
(7)I passed the exam with my teachers’ help(同义句转换)
I passed the exam my teachers.
1.U you tell me the truth，I won’t believe you.
2.My students r me as their best friend.
3.EducatiOn is an important part of our d .
4.P1ease go home. Your mother is w about you.
5 .The math problem isn't difficult. I can work it out (easy).
6.Though Stephen Hawking has many physical problems, he becomes very famous and (success).
7.Our (friend)has 1asted for years.
8.He has failed four times，but he wanted to have a (hive)time.
My mother me yesterday
to protect the environment.
We should the problem a new challenge.
提起 this 、 that 和 it ,大家对它们并不陌生。 this 、 that 既可作为形容词,又可作为指示代词,而 it 只能作代词用,使用时要注意它们的区别。
1. this 指离说话人较近的人或物, that 则指离说话人较远的人或物。如:
This is a book. 这是一本书。(指近处)
That is a banana tree. 那是一棵香蕉树。(指远处)
2. 向别人介绍某人时,要说“ This is …”,而不说“ That is …”,也不能说“ He is …”或“ She is …”。如:
This is Li Mei. Li Mei,this is Wei Hua.
3. 叙述在一起的两样东西时,先说的用 this ,后说的用 that .如:
This is a computer. That is a TV set.
4. 在回答 this 或 that 作主语的疑问句时,要用 it 代替 this 或 that .如:
- What's this? 这是什么?
- It's a ruler. 这是尺子。
- Is that a car? 那是一辆小汽车吗?
- Yes, it is. 是的。
其实,我们平时在第一次提到某物时,常用 this 或 that 来指代,后文中再出现此物时,就用 it 来代替 this 或 that 了。
5. 有时候,人们在打电话时,向对方介绍自己用 this 指代“我( I )”,询问对方则用 that 指代“你( you )”。如:
- Hello, is that Mike? 喂,你是迈克吗?
- No, this is Tom. 不,我是汤姆。
此时切不要用“ I am …”、“ Are you … ? ”或“ Who are you? ”等句式,但可以用 it 替换 this 或 that .如:
- Hello,is it Mr Green? 你好!你是格林先生吗?
- Yes,it is Mr Green. Who is it?
6. 当指性别不明的婴儿、身份不明的人或是只闻其声不见其人的时候,用 it 而不用 this 或 that .如以下敲门时的对话:
- Who's it? 是谁呀?
- It's me. 是我。
最后提醒同学们注意: this 和 is 不能缩写,但 that 、 it 与 is 连用时可分别写为 that's 和 it's .如:
This is a bike. (不可写成: This's a bike. )
It is a pencil-box. (可以写成: It's a pencil-box. )
2. 熟练掌握 there be句型，包括肯定、否定和疑问形式。
词汇: bottle, noodle, wow
词组: a carton of
句型: There is (not) a banana on the table.
There is (not) too much sugar in them.
There are(not) many potatoes on the table.
1. 呈现课本P67(或相似)的图片,让同桌间就该图进行对话操练，引入there be 句型。
A: What can you see on the table?
B: I can see …
A: Are /Is there …on the table?
B: Yes, there are/is.
No, there aren’t/isn’t.
在此过程中，鼓励学生能用完整的句子对there be 句型进行回答，如There are/is …on the table./ There are/is not…on the table.
2. 指导学生就教室中的物品用there be句型进行对话操练。
A: What can you see in our classroom?
B: I can see …
A: Are / Is there …in our classroom?
B: Yes, there are/is.
(There are/is …in our classroom.)
No, there aren’t/isn’t.
(There aren’t /isn’t …in our classroom.)
3.指导学生根据以上对话操练归纳出there is 和there are 句型的区别。
1.完成一组用there is/are或have/has的正确形式填空，以检验学生是否已掌握什么情况下用there is, there are, have, has以及它们各自的不同用法。
1). How many days _______ in a month? _______thirty or thirty-one days in a month.
2). How many legs ______ the chair _______ ? It ______ only two . It is broken.
3). What’s in the shopping mall ? _______ a supermarket, some restaurants and different kinds of shops.
4). Look! The clocks _______ round faces and on the faces _______ three legs.
5). Can you see the tall building in the centre of the city? It _______ 38 floors .
_______ many companies and shops in it .
6). ________ some chicken on the plate.。 _______ any noodles in the bowl .
7). _______ you _______ much homework to do every day ? Yes. _______ no time for us to
8). Who ________ a Chinese-English dictionary? Nobody________ . I think _________ some in the teacher’s office.
2.指导学生完成课本67页练习，掌握there be 句型的正确用法。
Kitty: I am hungry.
Amy: Me too.
Kitty: _________ a restaurant around here?
Amy: I don’t think so. ________ not one that I know of.
Kitty: Then _________a supermarket nearby?
Amy: Let me think. Well, ________ a big supermarket at the end of this street.________ a lot of things we can eat there.
Kitty: That’s great, but _______always many people there too?
Amy: I think so.
Kitty: Oh, I hate too many people. Look, _______ a snack bar over there. Shall we go there?
4.学生运用已学的there be 句型，参照以上练习中出现的对话自由发挥，同桌间编对话进行操练。
Unit 1 Here’s to our friendship!
1. Words: handbag, beat, pardon, intend, fetch, pancake
2. Expressions: intend to do sth, for long, even if
The use of “intend to do sth.”
PWP method, task-based method and interactive approach
A tape recorder, multimedia and some pictures
Step 1 Lead-in
Ss look at the pictures and answer the questions.
How will you feel at the school-leavers’ party?
What are you going to show for your classmates?
Will you wear beautiful clothes to take part in the party?
What do you want to say at the school-leavers’ party?
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.
handbag n. 女用小提包
beat n. 节拍，拍子
intend v. 计划，打算
fetch v. 取来，拿来
pancake n. 薄烤饼，薄煎饼
Step 3 Look and say
Look at the pictures and answer the questions.
1. What is the special event?
2. What is everybody doing?
Step 4 Listening
1. Listen and answer the questions.
Where is Betty going tonight?
What are Betty and Tony going to do?
Why does Betty refuse to eat before she leaves?
2. Listen to Part 3 and answer the questions.
Is Lingling enjoying the party?
Who hang international flags on the wall?
Step 5 Reading
1. Read the dialogue and complete the notes.
Their feelings __________________________
The hall _______________________________
The music _____________________________
Their plans __________________________________________________________________
The food and drink _________________________________________________________
2. Read the passage again and answer the questions.
1 Why is Lingling sad?
2 What makes the hall look wonderful?
3 What do they think of the music?
4 What are Tony’s plans?
5 What is on the menu?
6 What do they wish for when they raise their glasses?
Step 6 Complete the questions with the words in the box.
1. Read the questions carefully.
2. Complete the questions with the words in the box.
1 If you say ________, does it mean “Please say that again” or “I’m sorry”?
2 Do you think a(n) _________ is something to eat or something to drink?
3 If you ______ to do something, do you want to do it or not?
4 Do you think the ______ will be better than the past?
3. Ask and answer the questions in pairs.
Step 7 Everyday English
Let Ss say the everyday English that they have learnt in the passage.
• Pardon? 对不起，请原谅(用于礼貌请求别人重复自己没听清或不理解的话)
• I hope so. 在简略句中，表示希望某事发生
• Good for you!(称赞某人)真行，真棒
• Here’s to …(祝酒词)为……的健康(或胜利)干杯
• Cheers! 用作祝酒语, 意为“干杯”
Step 8 Language points
Ss should master the main points from the passage in Part 3.If possible, let the students to say at first.
1. That’s a nice handbag.
e.g. You’ll be more beautiful if you wear the red handbag.
2. Yes, I am, but I feel a bit sad.
e.g. It’s a bit cold today, isn’t it? 今天有点冷，不是吗?
3. It’s got a great beat! 节奏太棒了!
e.g. Follow the beat, please. 请跟上节拍。
e.g. -Where is the post office?
5. Do you intend to stay in China for long,
intend to do sth. 表示“打算做某事”。
e.g. Finney intends to go to Australia next year if all goes well.
for long相当于 for a long period of time, 表示“很长时间”。
例如：-Have you been waiting for long?
-No, not for long. Only a few minutes.
6. And even if I go back to the UK, I’ll come back and visit you all.
even if表示“虽然，尽管”, 相当于even though。
e.g. Even if I fail this time, I would try again.
7. Let’s fetch something to eat.
e.g. Your schoolbag is not here. Please go downstairs and fetch it.
something to eat表示“吃的东西”。
Step 9 Listening
1. Listen and mark the pauses.
I’ll finish my high school education here, but I want to go back to my home
town one day. What are your plans, Daming?
2. Listen again and repeat.
Step 10 Read and listen
1. Read and mark the pauses.
Let’s raise our glasses. Here’s to our friendship, everyone … and to the future!
2. Listen and check.
Step 11 Ask and answer
Ask and answer the questions in Part 8 in pairs.
1 What are your plans and hopes for the future?
2 Are you going to have a school-leavers’ party?
3 What will you do on your holiday?
4 Will you miss your friends and classmates? Why or why not?
Step 12 Exercises
Let students do more exercises to master the language points.
1 -Would you mind lending me your pen?
A. Pardon? B. Let’s go.
C. I hope so. D. Cheers.
2 I like listening to the song because it has a great ________.
A. look B. pancake C. handbag D. beat
3 Betty intends ______ for America next month.
A. leave B. leaving C. to leave D. left
4 The cake is over there, ____ it for me, please.
A. take B. fetch C. carry D. with
Step 13 Homework
1. Knowledge Objects
(1) Key Vocabulary：stay up
(2) Target Language
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.
1.Teaching Key Points
Talk about what oneself is or isn’t allowed to do using the target language.
Ask for what someone is or isn’t allowed to do using the target language.
2. Teaching Difficult Point
Train students’ integrating skills by task-based activities.
Step Ⅰ Revision
Play a game to review the structure be or be not allowed to.
Divide the class into groups. Each group is asked to make a list of school rules.
The group which writes down the most rules within five minutes wins the game.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Point to the picture and ask students to describe it.
Invite a pair of students to read the conversation to the class.
Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.
Get students to complete the chart individually. Remind them to use "Don’t" and "You can".
As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
Check the answers.
Sun Fei: You have to be home by 10:00 p.m.
Wu Yu: You have to stay at home on school nights.
You can go to the movies with friends on Friday nights.
You can go shopping with friends on Saturday afternoon.
You can choose your own clothes.
Don’t get your ears pierced.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
SA: What rules do you have at home?
SB: Well, I’m not allowed to go out on school nights. How about you?
SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Write the conversation on the blackboard.
Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.
Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.
Ask several pairs to share their conversations with the class.
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
T: Do you have to go home after school, Wei Ming?
W: Yes,I do.
T: Are you allowed to stay up until 11 : 00 p.m.?
W: No, I’m not.
Tell students where to write Wei Ming in the chart.
Say, You are to ask different students in the class and find three people who have to follow
each of the rules in the chart.
Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.
Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.
Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step Ⅴ Summary and Homework
Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.